Exploring Perspectives, Uses, Implications and Needs of the Educational Digital Portfolio in the Arts: A Systematic Review of the Scientific Literature

Calderón-Garrido, Diego; Fernández, Raquel Gil; Piñol, Carolina Martín

doi:10.1177/21582440231185557

Cited by 2 publications

(1 citation statement)

References 33 publications

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“…E-portfolios are emerging as a vital component of employability development within higher education from a metacognitive employability framework (Bennett, 2018). These digital tools provide an opportunity to drive curriculum change in the development of employability skills (Calderón-Garrido, 2023).…”

Section: Pedagogies and Assessment For Employabilitymentioning

confidence: 99%

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

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Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.

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Section: Pedagogies and Assessment For Employabilitymentioning

confidence: 99%

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Choi-Lundberg,

Douglas,

Bird

et al. 2024

JUTLP

View full text Add to dashboard Cite

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Analysis of the current state of evidence regarding the relationship between reading, writing, and digital literacy skills in K-12 education: A systematic review

Mazhar,

Ayşe,

Görkem

2024

JET

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This paper aims to conduct an in-depth analysis of studies on the relationship between reading and writing skills and digital literacy at the K-12 level, following the PRISMA statement. The analysis included examining subjects, aims, digital materials, methodologies, and learning outcomes of relevant studies. Data were collected from the Web of Science database based on specified inclusion criteria. In total, 23 empirical studies were analyzed: 6 articles exploring the relationship between writing and digital literacy skills, and 17 articles examining the relationship between reading and digital literacy skills. The relationship between reading skills and digital literacy was explored in several contexts: the impact of digital texts on reading processes, comprehension and interpretation skills, effects of digital technologies on traditional reading methods, the influence of digital graphic novels on reading processes, and early literacy education. Findings indicated a relationship between writing skills and digital literacy, covering topics such as digital technologies in traditional writing, critical discourse analysis, writing skills in new media, and writing practices. Various digital tools were employed to enhance reading, writing, and digital literacy skills, including digital tablets, computer software, comics, educational videos, e-books, picture books, digital novels, voice recorders, and mobile devices. The majority of studies utilized qualitative and mixed methods; no studies employed quantitative methods. Overall, these findings highlight the interplay between reading, writing, and digital literacy skills at the K-12 level, providing a foundation for future research.

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Exploring Perspectives, Uses, Implications and Needs of the Educational Digital Portfolio in the Arts: A Systematic Review of the Scientific Literature

Cited by 2 publications

References 33 publications

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review

Analysis of the current state of evidence regarding the relationship between reading, writing, and digital literacy skills in K-12 education: A systematic review

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